modernization combined the modern political ideas leading to the formation of the nation-state. The Kemalist notion of women’s emancipation was grounded in social and political criticisms emanating from Western ideas as well as the concerns of anti
Pınar Melis Yelsalı Parmaksız
prayers for the dead will be an appeal, or a complaint, or a call to arms. There is no doubt that, after a long time, at least in the lives of those who are not stateless, the nation-state seems to matter and some fellow humans seem to be on a rebound
Epifanio San Juan Jr.
After the excesses of fascism in World War II and inter-ethnic conflicts in Africa, the Middle East, and the former Yugoslavia, it became axiomatic for postmodernist thinkers to condemn the nation and its corollary terms, ‘nationalism’ and ‘nation-state,’ as the classic evils of modern industrial society. The nation-state, its reality if not its concept, has become a kind of malignant paradox if not a sinister conundrum. It is often linked to violence and the terror of ‘ethnic cleansing.’ Nonetheless, the U.N. and the interstate system of nation-states still function as seemingly viable institutions of everyday life.1 How do we explain these seemingly paradoxical trends?
Few dispute the notion that the rapid development of industrialising economies in Asia and Latin America, new information technologies, liberalisation of trade, and global financial markets have contributed to the emergence of a truly global economy in the past ten years. Neither do they dispute that national economies almost everywhere in the world have become increasingly less ‘national’. Most countries’ foreign trade has increased, and in many, foreign investment and payment on foreign debt have become more prevalent than in the past. Labour movements also appear to be increasing, especially the movement of highly skilled labour. But does this mean that nation-states have decreased influence over the definition of economic and social life? Does globalisation imply the demise of the nation-state?
Productions of Europe In and Beyond Textbooks
This article discusses the relationship between Europe and ancient Greece as narrated (or ignored) in a range of European history textbooks. It unravels the threads the narrative has followed since the eighteenth century, investigating the choices made in construing the narrative taught today. Which meanings were inherent in the terms “east” and “west” before they acquired the ideological coloring associating “east” with “barbarians” and “west” with the civilized world and “Europe”? The article opens up a new perspective on a complex past that was lost from view when perceptions of the ancient Greeks as guarantors of European values became entwined with the invention of the nation state.
Changing Modern Institutional Forms—Disciplines and Nation-States
Filipe Carreira da Silva and Mónica Brito Vieira
The article begins with the assumption that modernity is undergoing a profound change. The focus is on the structural transformation of two typical modern institutional regimes: the academic discipline and the territorial nation-state. Their demise as the predominant institutional forms in the realms of science and politics signals the end of the modern project—or at least the need for its profound redefinition. It is suggested that such a redefinition entails a radical conceptual shift in the social sciences and that the meta-theoretical expression of this shift can be designated as 'dialogical pluralism'. At a theoretical level, both modernization theories and the recent program of 'multiple modernities' are rejected. A plural modernity, with several distinct varieties, seems a more promising perspective.
Thinking about the ‘identity crisis’ of the modern institution of the university, I was wondering about the following most general questions: does the current passage to late modernity and to the information age, the decline of the role of the nation-state and the increasing power of processes of globalisation mean the inevitability of the radical reformulation of the social mission and tasks of the institution of the university? Does the university (in North America and Central Europe alike) come through the transitory crisis of public trust and of its founding values or through the dramatic crisis of its own identity in a radically new global order? Is it so that in the face of globalisation and its social practices the process of the ‘corporatization’ of the university and the account of its activities in terms of business rather than education are irresistible? Is the response to the decreasing public trust in and decreasing financial support of higher education generally on the part of the state to be found in new ideas (by reformulating once again the philosophical foundations of the modern university) or in its new organisation (by following the explicit recommendations provided by such supranational organisations as the OECD, the World Bank, or UNESCO)? Surprisingly enough, these questions are of equal significance to North America and to a Central and Eastern Europe experiencing vast social and economic transformation. In both parts of the world the most common reflection upon the future functioning of higher education is the following: ‘things will never be the same’.
The Presence of the Past in the Era of the Nation-State
to question the nationalist assumptions that drove the fracturing of the Ottoman Empire and the dissemination of the modernist ideal of the ethnically pure and sovereign nation-state. To adopt a post-Ottoman perspective is to ask what the loss of
Class and Social Consciousness in the Advanced Capitalist Countries
This paper examines the relationship between the globalization of capital, changes in class structure, and the development of new forms of social consciousness. ‘Globalization’ is not a new historical phenomenon, as many scholars have pointed out. There have been repeated episodes of global expansion in the history of capitalism, followed by periods of contraction or near collapse, and as Friedman and numerous others have properly insisted, episodes of expansion and contraction have been characteristic of the relations among societies and cultures long before the appearance of capitalism (Friedman 2001; 1994). The last major episode of global expansion in the history of capitalism took place at the end of the nineteenth century, from 1880 to 1914. It is often pointed out that roughly the same levels of capital export and trade were reached in that period as in the present resurgence of transnational expansion. It is important, however, not to overlook an important difference between the two episodes, which is that in the previous period of globalization, the nation-state was still the fundamental economic unit, whereas in the present phase, capital, in the form of transnational corporations and financial markets, has escaped the limits of state fiscal and political controls, and now increasingly operates in an effectively stateless environment. The difference is reflected in the contrasting forms assumed by imperialism as the political framework of nineteenth century globalization and the present system of putatively independent nation-states.
A Remark on the Invisibility of Ideology in Popular Education
School history atlases are used almost exclusively as required textbooks in Central and Eastern Europe, where the model of the ethnolinguistic nation-state rules supreme. My hypothesis is that these atlases are used in this region because a graphic presentation of the past makes it possible for students to grasp the idea of the presumably "natural" or "inescapable" overlapping of historical, linguistic, and demographic borders, the striving for which produced the present-day ethnolinguistic nation-states. Conversely, school history atlases provide a framework to indoctrinate the student with the beliefs that ethnolinguistic nationalism is the sole correct kind of nationalism, and that the neighboring polities have time and again unjustly denied the "true and natural" frontiers to the student's nation-state.